CB-PAST Form 1 COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS CB-PAST for MT 1 Name: Position Title: School: Appointment Status: Distric Division: Region: School Yea Semester: PART I. COMPONENTS AND PERFORMANCE STANDARDS I. INSTRUCTIONAL COMPETENCE Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient A. Diversity of Learners APPRAISAL Within the appraisal period, I … BB B 1 1 2 2 1 2 3 1 2 4 1 2 5 1 2 6 1 2 7 1 2 8 1 2 B. Curriculum Content and Pedagogy Within the appraisal period, I … BB B 1 1 2 2 1 2 3 1 2 4 1 2 5 linked the current content with past and future lessons 1 2 6 1 2 7 1 2 8 1 2 9 integrated scholarly works and ideas to enrich the lesson 1 2 10 1 2 11 1 2 12 1 2 set objectives that are within the experiences and utilized varied designs, techniques and activities suited to different kinds of learners paced lessons appropriate to the needs and difficulties of provided appropriate intervention activities for learners at recognized multi-cultural background of learners when providing learning opportunities adopted strategies to address needs of differently-abled showed fairness and consideration to all learners regardless of socio-economic background. mentored peers in the grade/year level or the area of specialitzation in using strategies that address diversity of delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies. developed and/or implemented innovative and functional used integration of language, literacy, numeracy skills, and values in teaching explained learning goals, instructional procedures and aligned the lesson objectives, teaching methods, learning activities and instructional materials or resources created situations that encourage learners to use higher order thinking skills through the use of local language among engaged and sustained learner's interest in the subject by established routines and procedures to maximize instructional time selected, prepared and utilized available technology and other instructional materials appropriate to the learners and provided apprpriate learning tasks, portfolio and projects First Semester Second Se
Transcript
CB-PAST Form 1
COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERSCB-PAST for MT
1Name: Position Title: Master Teacher ISchool: Appointment Status: National Permanent
District: Division: Region:School Year: Semester:
PART I. COMPONENTS AND PERFORMANCE STANDARDS
I. INSTRUCTIONAL COMPETENCERating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
A. Diversity of Learners APPRAISAL RATINGWithin the appraisal period, I … BB B P HP
1 1 2 3 ❹2 1 2 ❸ 4
3 paced lessons appropriate to the needs and difficulties of learners 1 2 3 ❹4 provided appropriate intervention activities for learners at risks 1 2 ❸ 45 1 2 3 ❹
6 adopted strategies to address needs of differently-abled learners 1 2 3 ❹7 1 2 ❸ 4
8 1 2 ❸ 4
B. Curriculum Content and PedagogyWithin the appraisal period, I … BB B P HP
1 1 2 3 ❹
2 1 2 3 ❹3 1 2 ❸ 4
4 1 2 3 ❹5 linked the current content with past and future lessons 1 2 3 ❹
6 1 2 3 ❹
7 1 2 3 ❹
8 1 2 3 ❹9 integrated scholarly works and ideas to enrich the lesson 1 2 3 ❹
10 established routines and procedures to maximize instructional time 1 2 3 ❹
11 1 2 3 ❹
12 1 2 3 ❹
set objectives that are within the experiences and capabilities of the learnersutilized varied designs, techniques and activities suited to different kinds of learners
recognized multi-cultural background of learners when providing learning opportunities
showed fairness and consideration to all learners regardless of socio-economic background.
mentored peers in the grade/year level or the area of specialitzation in using strategies that address diversity of learners
delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies.
developed and/or implemented innovative and functional teaching approaches every year as follows: MT I-II: at least one (1), MT III-IV: at least two (2)used integration of language, literacy, numeracy skills, and values in teachingexplained learning goals, instructional procedures and content clearly and accurately to students
aligned the lesson objectives, teaching methods, learning activities and instructional materials or resources appropriate to the learners
created situations that encourage learners to use higher order thinking skills through the use of local language among others if neededengaged and sustained learner's interest in the subject by making content meaningful and relevant to them
selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectives
provided apprpriate learning tasks, portfolio and projects that support development of good study habits
First Semester Second Semester
13 1 2 ❸ 4
14 served as demonstration teacher and/or consultant 1 2 ❸ 4 MT I: in at least school/district levels MT II: school/district, division levels MT III: school/district, division and regional levels MT IV: school/district, division, regional and regional levels
15 assumed leadership in the improvement of instructional programs and prepar 1 2 ❸ 4 MT I: in at least two (2) grade/year levels MT II: in at least three (3) grade/year levels MT III: in at least four (4) grade/year levels MT IV: in all grade/year levels
16 conducted classroom observations 1 2 ❸ 4 MT I: in at least two (2) grade/year levels MT II: in at least three (3) grade/year levels MT III: in at least four (4) grade/year levels MT IV: in all grade/year levels
17 conducted instructional training programs in the school, district or division 1 2 ❸ 418 mentored a peer on how to plan and conduct action research 1 2 ❸ 4
C. Planning, Assessing and Reporting
Within the appraisal period, I … BB B P HP1 constructed valid and reliable formative and summative tests 1 2 ❸ 42 1 2 3 ❹
3 interpreted and used test results to improve teaching and learning 1 2 3 ❹4 identified teaching-learning difficulties and possible causes 1 2 3 ❹5 managed remediation activities 1 2 3 ❹6 used tools for assessing authentic learning 1 2 3 ❹7 1 2 3 ❹
8 kept accurate records of grades/performance levels of learners 1 2 3 ❹9 1 2 3 ❹
10 led in the analysis and utilization of test resutls 1 2 ❸ 4 MT I: in at least two (2) grade/year levels MT II: in at least three (3) grade/year levels MT III: in at least four (4) grade/year levels MT IV: in all grade/year levels
II. SCHOOL, HOME, COMMUNITY LINKAGESRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
D. Learning EnvironmentWithin the appraisal period, I … BB B P HP
1 provided gender fair opportunities for learning 1 2 ❸ 42 maintained a safe and orderly classroom free from distractions 1 2 3 ❹3 1 2 3 ❹
4 inspired learners to value and set high performance targets for themselves 1 2 3 ❹5 1 2 3 ❹
used available ICT resources for planning and designing teaching-learning activities
used appropriate non-traditional assessment techniques and tools (portfolios, journals, rubrics, etc…)
provided timely and accurate feeback to learners to encourage them to reflect on and monitor their own learning growth
conducted regular meetings with learners and parents to report learner's progress.
used individual and cooperative learning activities to improve capacities of learners for higher learning
handled behavior problems quickly and with due respect to children's rights
6 1 2 3 ❹
7 maintained a model classroom, which is conducive to teaching and learning 1 2 ❸ 4E. Community Linkages
Within the appraisal period, I … BB B P HP1 1 2 ❸ 4
2 1 2 3 ❹
3 used community as a laboratory for learning 1 2 3 ❹4 get involved in community information on school events and achievements 1 2 3 ❹5 shared to the community information on school events and achievements 1 2 3 ❹6 led learners to apply classroom learning to the home and community 1 2 3 ❹7 1 2 3 ❹
8 1 2 ❸ 4
III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
F. Social Regard for LearningWithin the appraisal period, I … BB B P HP
1 followed and implemented school policies and procedures 1 2 ❸ 42 1 ❷ 3 4
3 maintained appropriate appearance and decorum at all times 1 2 3 ❹4 1 2 3 ❹
5 maintained oneself as role model of students and peers 1 2 ❸ 4G. Personal, Social Growth and Professional Development
Within the appraisal period, I … BB B P HP1 maintained stature and behavior that upheld the dignity of teaching 1 2 ❸ 42 1 2 ❸ 4
3 demonstrated personal educational philosophy of teaching in classroom 1 2 ❸ 44 1 2 ❸ 4
5 participated actively in professional organizations 1 2 ❸ 46 reflected the quality of my own teaching 1 2 ❸ 47 1 2 ❸ 4
8 used self-assessment to enhance strengths and correct my weaknesses 1 2 3 ❹9 accepted accountability for learner's outcome 1 2 3 ❹
10 abide by the Code of Ethics for Professional Teachers 1 2 3 ❹11 1 2 ❸ 4
created situation that develop a positive attitude among learners towards their subject and the teacher
involved the home/community in hsaring accountability for learner's achievement
used varied and available community resources (human,materials) to support learning
informed learners, parents and other stakeholders regarding school policies and procedures
planned, organized and led a school-community activity as a model for peers such as Clean and Green, Brigada Eskwela, sports clinic, waste management, etc…
demonstrated punctuality in accomplishing tasks and attendance on all occasions
demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders
manifested personal qualities like enthusiasm, flexibility, caring attitude and others
updated myself with recent developments in education through readings, attendance in continuing professional education, or training/seminars and similar activities
improved my teaching performance based on feedback from the mentors, students, peers, superiors and others
organized and implemented activities with peers for personal growth and professional development like educational tours, school visits, retreats, conference, etc…
PART II. PLUS FACTOR
I. Plus Factor for Instructional Competenceü 1 0.04ü 2 0.04
3 Provided professional assistance to peers on how to plan and conduct action research
4 Initiated, organized and conducted a training program for teachers 5 Designed evaluation and monitoring program for the school, district or division 6 Conducted curricular review or similar activity in the school, district or division
7 8 No "Dropout" rate during the appraisal period 9
0.08II. NO Plus Factor for School, Home and Community Linkages (All items are included as required)
III. Plus Factor for Personal, Social Growth and Professional Development Characteristics 1
2 Earned a higher relevant degreeü 3 0.04
4 Presented a paper in the regional, national or an international conference 5
6 Represented the Deped in the Regional, National or International Forum related to current assignment 7 Others related to Personal Growth and Professional Development Characteristics (Please specify)
0.04
CB-PAST for MT Summary of Ratings Template
CRITERIA
I. Instructional Competence 60%A. Diversity of Learners 10% 8 28.00 3.50 P 0.35B. Curriculum Content and Pedagogy 30% 18 65.00 3.61 HP 1.08C. Planning, Assessing and Reporting 20% 10 38.00 3.80 HP 0.76Sum of Weighed Average of A, B, C 2.19
Conducted Meetings/home visitations of students at least four (4) times to improve teaching-learning situationsActed as resource person in at least four (4_ professional development activities (i.e. seminars, workshops, trainings, conferences) in either pre-service trainings in schools, district or division
Increased the difference in the achievement rate or the division post test over the pretest by 5% or higher in all classes taught
Others related to instructionla competence (specify) ______________________________________________
Received award or recognition as exemplary teacher for both personal and professional attributes by a recognized body or agency at the school, district, division, regional or national levels
Published at least one (1) article in professional magazines/periodicals related to the field of specialization
Received a scholarship/ fellowship/ travel/ research/ observation grant or secondment of not less than one (1) year through competitive selection. The credit shall be earned after the scholarship/grant/secondment had been finished in less than one (1) year, it shall be prorated in months
Assigned Weight
No. of Items
Total Score
Mean (Score / No. Of Items)
Description of the TPI
Weighed Average (Mean x Weight)
II. School, Home, Community Linkages 20%D. Learning Environment 10% 7 26.00 3.71 HP 0.37E. Community Linkages 10% 8 30.00 3.75 HP 0.38Sum of Weighed Average of D and E 0.75
III. 20%
F. Social Regard for Learning 10% 5 16.00 3.20 P 0.32G. 10% 11 36.00 3.27 P 0.33
Sum of Weighed Average of F and G 0 0.65Formative Performance Rating 3.59Description for Overall Performance Rating in TPI for Formative Appraisal PPlus Factor (for Summative Appraisal) 0.12
(Each item gets 0.04. A Maximum of 0.4 will be added to the Total Weighed Average)Summative Performance Rating 3.71
(Sum of the Total Weighed average of I, II, III and the Plus Factor earned)Description of Overall Performance Rating with the Critical Requirement for Summative Appraisal
Teacher Performance Index
Overall Performance Rating Description and Critical Requirements for the Summative Appraisal
Critical Requirements
OutstandingVery Satisfactory
SatisfactoryBelow Basic
Remarks:
Agreement
I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance
Name:Signature over Printed Name
Personal, Social Growth And Professional Characteristics
Personal, Social Growth and Professional Development
VERY SATISFACTORY
3.51 - 4.00 - Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all times a consistently high level of performance related skills, attributes, initiatives and productivity. All assignments/ responsibilities are completed beyond the level of expectation. Self direction of the teacher is evident
2.51 - 3.50 - Proficient. Teacher performance often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas.
1.51 - 2.50 - Basic. Teacher performance meets basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job.
1.00 - 1.50 - Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low, regularly fails to meet required outcomes needing of duty or by completion of others. The teacher may need immediate instructional support.
Description of Overall Performance Rating Note: A Teacher who does not meet the critical requirements will get the lower
performance rating3.51 or higher and no performance index of below proficient in any of the standards2.51 or higher and no performance index of below basic in any of the standards1.51 or higher and no performance index of below basic in any of the standards1.00 or above with at least one performance index value below basic in any of the standards
e-Forms 7.5FOR TEACHERS I, II, III, IV FOR MASTER TEACHERS I, II, III, IVI. INSTRUCTIONAL COMPETENCE I. INSTRUCTIONAL COMPETENCERating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
A. Diversity of Learners A. Diversity of Learners
Within the appraisal period, I … Within the appraisal period, I …1 12 2
3 paced lessons appropriate to the needs and difficulties of learners 3 paced lessons appropriate to the needs and difficulties of learners4 provided appropriate intervention activities for learners at risks 4 provided appropriate intervention activities for learners at risks5 5
6 adopted strategies to address needs of differently-abled learners 6 adopted strategies to address needs of differently-abled learners7 7
8
B. Curriculum Content and Pedagogy B. Curriculum Content and Pedagogy
Within the appraisal period, I … Within the appraisal period, I …1 1
2 2
3 3
4 linked the current content with past and future lessons 45 5 linked the current content with past and future lessons
6 6
7 7
8 integrated scholarly works and ideas to enrich the lesson 8
9 established routines and procedures to maximize instructional time 9 integrated scholarly works and ideas to enrich the lesson10 10 established routines and procedures to maximize instructional time
11 11
12 12
13
14 served as demonstration teacher and/or consultant MT I: in at least school/district levels MT II: school/district, division levels MT III: school/district, division and regional levels MT IV: school/district, division, regional and regional levels 15
MT I: in at least two (2) grade/year levels MT II: in at least three (3) grade/year levels MT III: in at least four (4) grade/year levels MT IV: in all grade/year levels
set objectives that are within the experiences and capabilities of the learners
set objectives that are within the experiences and capabilities of the learnersutilized varied designs, techniques and activities suited to different
kinds of learnersutilized varied designs, techniques and activities suited to different kinds of learners
recognized multi-cultural background of learners when providing learning opportunities
recognized multi-cultural background of learners when providing learning opportunities
showed fairness and consideration to all learners regardless of socio-economic background.
showed fairness and consideration to all learners regardless of socio-economic background.
mentored peers in the grade/year level or the area of specialitzation in using strategies that address diversity of learners
delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies.
delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies.
used integration of language, literacy, numerary skills and values in teaching.
developed and/or implemented innovative and functional teaching approaches every year as follows: MT I-II: at least one (1), MT III-IV: at least two (2)explained learning goals, instructional procedures and content
clearly and accurately to studentsused integration of language, literacy, numeracy skills, and values in teaching
explained learning goals, instructional procedures and content clearly and accurately to studentsaligned the lesson objectives, teaching methods, learning activities
and instructional materials or resources appropriate to the learners
created situations that encourage learners to use higher order thinking skills through the use of local language among others if needed
aligned the lesson objectives, teaching methods, learning activities and instructional materials or resources appropriate to the learners
engaged and sustained learner's interest in the subject by making content meaningful and relevant to them
created situations that encourage learners to use higher order thinking skills through the use of local language among others if neededengaged and sustained learner's interest in the subject by making content meaningful and relevant to them
selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectivesprovided apprpriate learning tasks, portfolio and projects that support development of good study habits
selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectivesused available ICT resources for planning and designing teaching-
learning activitiesprovided apprpriate learning tasks, portfolio and projects that support development of good study habits
used available ICT resources for planning and designing teaching-learning activities
assumed leadership in the improvement of instructional programs and preparation of instructional design
16 conducted classroom observations MT I: in at least two (2) grade/year levels MT II: in at least three (3) grade/year levels MT III: in at least four (4) grade/year levels MT IV: in all grade/year levels 17 conducted instructional training programs in the school, district or di 18 mentored a peer on how to plan and conduct action research
C. Planning, Assessing and Reporting C. Planning, Assessing and Reporting
Within the appraisal period, I … Within the appraisal period, I …1 constructed valid and reliable formative and summative tests 1 constructed valid and reliable formative and summative tests2 2
3 interpreted and used test results to improve teaching and learning 3 interpreted and used test results to improve teaching and learning4 identified teaching-learning difficulties and possible causes 4 identified teaching-learning difficulties and possible causes5 managed remediation activities 5 managed remediation activities6 used tools for assessing authentic learning 6 used tools for assessing authentic learning7 7
8 kept accurate records of grades/performance levels of learners 8 kept accurate records of grades/performance levels of learners9 9
10 led in the analysis and utilization of test resutls MT I: in at least two (2) grade/year levels MT II: in at least three (3) grade/year levels MT III: in at least four (4) grade/year levels MT IV: in all grade/year levels
II SCHOOL, HOME, COMMUNITY LINKAGES II SCHOOL, HOME, COMMUNITY LINKAGESRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
D. Learning Environment D. Learning Environment
Within the appraisal period, I … Within the appraisal period, I …1 provided gender fair opportunities for learning 1 provided gender fair opportunities for learning2 maintained a safe and orderly classroom free from distractions 2 maintained a safe and orderly classroom free from distractions3 3
4 45 56 6
7E. Community Linkages E. Community Linkages
Within the appraisal period, I … Within the appraisal period, I …1 1
2 2
3 used community as a laboratory for learning 3 used community as a laboratory for learning4 45 56 6 7
8
used appropriate non-traditional assessment techniques and tools (portfolios, journals, rubrics, etc…)
used appropriate non-traditional assessment techniques and tools (portfolios, journals, rubrics, etc…)
provided timely and accurate feeback to learners to encourage them to reflect on and monitor their own learning growth
provided timely and accurate feeback to learners to encourage them to reflect on and monitor their own learning growth
conducted regular meetings with learners and parents to report learner's progress.
conducted regular meetings with learners and parents to report learner's progress.
used individual and cooperative learning activities to improve capacities of learners for higher learning
used individual and cooperative learning activities to improve capacities of learners for higher learning
inspired learners to value and set high performance targets for themselves
inspired learners to value and set high performance targets for themselveshandled behavior problems quickly and with due respect to
children's rightshandled behavior problems quickly and with due respect to children's rightscreated situation that develop a positive attitude among learners
towards their subject and the teachercreated situation that develop a positive attitude among learners towards their subject and the teacher
maintained a model classroom, which is conducive to teaching and learning
involved the home/community in hsaring accountability for learner's achievement
involved the home/community in hsaring accountability for learner's achievement
used varied and available community resources (human,materials) to support learning
used varied and available community resources (human,materials) to support learning
get involved in community information on school events and achievements
get involved in community information on school events and achievementsshared to the community information on school events and
achievementsshared to the community information on school events and achievementsled learners to apply classroom learning to the home and
communityled learners to apply classroom learning to the home and communityinformed learners, parents and other stakeholders regarding school policies and procedures
planned, organized and led a school-community activity as a model for peers such as Clean and Green, Brigada Eskwela, sports clinic, waste management, etc…
II PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS II PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
F. Social Regard for Learning F. Social Regard for Learning
Within the appraisal period, I … Within the appraisal period, I …1 abide by and implemented school policies and procedures 1 followed and implemented school policies and procedures2 2
3 maintained appropriate appearance and decorum at all times 3 maintained appropriate appearance and decorum at all times4 4
5 maintained oneself as role model of students and peersG. Personal, Social Growth and Professional Development G. Personal, Social Growth and Professional Development
Within the appraisal period, I … Within the appraisal period, I …1 maintained stature and behavior that upheld the dignity of teaching 1 maintained stature and behavior that upheld the dignity of teaching2 2
3 34 updated myself with recent developments in education 4
5 participated actively in professional organizations 5 participated actively in professional organizations6 reflected the quality of my own teaching 6 reflected the quality of my own teaching7 7
8 89 accepted accountability for learner's outcome 9 accepted accountability for learner's outcome
10 abide by the Code of Ethics for Professional Teachers 10 abide by the Code of Ethics for Professional Teachers 11
demonstrated punctuality in accomplishing tasks and attendance on all occasions
demonstrated punctuality in accomplishing tasks and attendance on all occasions
demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders
demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders
manifested personal qualities like enthusiasm, flexibility, caring attitude and others
manifested personal qualities like enthusiasm, flexibility, caring attitude and others
demonstrated personal educational philosophy of teaching in classroom
demonstrated personal educational philosophy of teaching in classroomupdated myself with recent developments in education through readings, attendance in continuing professional education, or training/seminars and similar activities
improved my teaching performance based on feedback from the mentors, students, peers, superiors and others
improved my teaching performance based on feedback from the mentors, students, peers, superiors and others
used self-assessment to enhance strengths and correct my weaknesses
used self-assessment to enhance strengths and correct my weaknesses
organized and implemented activities with peers for personal growth and professional development like educational tours, school visits, retreats, conference, etc…
FOR MASTER TEACHERS I, II, III, IVINSTRUCTIONAL COMPETENCE
Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
Diversity of Learners
Within the appraisal period, I …
paced lessons appropriate to the needs and difficulties of learnersprovided appropriate intervention activities for learners at risks
adopted strategies to address needs of differently-abled learners
Curriculum Content and Pedagogy
Within the appraisal period, I …
linked the current content with past and future lessons
integrated scholarly works and ideas to enrich the lessonestablished routines and procedures to maximize instructional time
served as demonstration teacher and/or consultantMT I: in at least school/district levelsMT II: school/district, division levelsMT III: school/district, division and regional levelsMT IV: school/district, division, regional and regional levels
MT I: in at least two (2) grade/year levelsMT II: in at least three (3) grade/year levelsMT III: in at least four (4) grade/year levelsMT IV: in all grade/year levels
set objectives that are within the experiences and capabilities of the learnersutilized varied designs, techniques and activities suited to different kinds of learners
recognized multi-cultural background of learners when providing learning opportunities
showed fairness and consideration to all learners regardless of socio-economic background.
mentored peers in the grade/year level or the area of specialitzation in using strategies that address diversity of learners
delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies.
developed and/or implemented innovative and functional teaching approaches every year as follows: MT I-II: at least one (1), MT III-IV: at least two (2)used integration of language, literacy, numeracy skills, and values in teaching
explained learning goals, instructional procedures and content clearly and accurately to students
aligned the lesson objectives, teaching methods, learning activities and instructional materials or resources appropriate to the learners
created situations that encourage learners to use higher order thinking skills through the use of local language among others if neededengaged and sustained learner's interest in the subject by making content meaningful and relevant to them
selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectivesprovided apprpriate learning tasks, portfolio and projects that support development of good study habits
used available ICT resources for planning and designing teaching-learning activities
assumed leadership in the improvement of instructional programs and preparation of instructional design
conducted classroom observationsMT I: in at least two (2) grade/year levelsMT II: in at least three (3) grade/year levelsMT III: in at least four (4) grade/year levelsMT IV: in all grade/year levelsconducted instructional training programs in the school, district or dimentored a peer on how to plan and conduct action research
Planning, Assessing and Reporting
Within the appraisal period, I …constructed valid and reliable formative and summative tests
interpreted and used test results to improve teaching and learningidentified teaching-learning difficulties and possible causesmanaged remediation activitiesused tools for assessing authentic learning
kept accurate records of grades/performance levels of learners
led in the analysis and utilization of test resutlsMT I: in at least two (2) grade/year levelsMT II: in at least three (3) grade/year levelsMT III: in at least four (4) grade/year levelsMT IV: in all grade/year levels
SCHOOL, HOME, COMMUNITY LINKAGESRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
Learning Environment
Within the appraisal period, I …provided gender fair opportunities for learningmaintained a safe and orderly classroom free from distractions
Community Linkages
Within the appraisal period, I …
used community as a laboratory for learning
used appropriate non-traditional assessment techniques and tools (portfolios, journals, rubrics, etc…)
provided timely and accurate feeback to learners to encourage them to reflect on and monitor their own learning growth
conducted regular meetings with learners and parents to report learner's progress.
used individual and cooperative learning activities to improve capacities of learners for higher learning
inspired learners to value and set high performance targets for themselveshandled behavior problems quickly and with due respect to children's rightscreated situation that develop a positive attitude among learners towards their subject and the teacher
maintained a model classroom, which is conducive to teaching and learning
involved the home/community in hsaring accountability for learner's achievement
used varied and available community resources (human,materials) to support learning
get involved in community information on school events and achievementsshared to the community information on school events and achievementsled learners to apply classroom learning to the home and communityinformed learners, parents and other stakeholders regarding school policies and procedures
planned, organized and led a school-community activity as a model for peers such as Clean and Green, Brigada Eskwela, sports clinic, waste management, etc…
PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
Social Regard for Learning
Within the appraisal period, I …followed and implemented school policies and procedures
maintained appropriate appearance and decorum at all times
maintained oneself as role model of students and peersPersonal, Social Growth and Professional Development
Within the appraisal period, I …maintained stature and behavior that upheld the dignity of teaching
participated actively in professional organizationsreflected the quality of my own teaching
accepted accountability for learner's outcomeabide by the Code of Ethics for Professional Teachers
demonstrated punctuality in accomplishing tasks and attendance on all occasions
demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders
manifested personal qualities like enthusiasm, flexibility, caring attitude and others
demonstrated personal educational philosophy of teaching in classroomupdated myself with recent developments in education through readings, attendance in continuing professional education, or training/seminars and similar activities
improved my teaching performance based on feedback from the mentors, students, peers, superiors and others
used self-assessment to enhance strengths and correct my weaknesses
organized and implemented activities with peers for personal growth and professional development like educational tours, school visits, retreats, conference, etc…
e-Forms 7.5FOR TEACHERS I, II, III, IV
Plus Factor for Instructional Competence1
2
3
4
5
6
7
8 9
Plus Factor for School, Home and Community Linkages1
2
3
4
5
6
Plus Factor for Personal, Social Growth and Professional Development Characteristics1
2
3
Acted as mentor/coach in professional development to at least 2 peers.Served as a demonstration teacher at least once in a rating period, for peers, cooperating teachers, resource teachers in the in-service and pre-service students on innovative teaching strategies, classroom management.Conducted one (1) action research whose findings and recommendations have been adapted by the school and/or division.
Served as coordinator/chairperson in activities, projects that relate to instructional competence.Innovated teaching strategies, classroom management and assessment to enhance teaching.Increased the difference in achievement rate iof the division post test over the pre-test by 2.5% or higher on classes taught.Maintained zero (0) drop-out or reduced drop-out rate in the class.
Organized and implemented at least one (1) home-school-community project in a rating period which resuilted to enhanced learning outcomes.
Established a model that exemplifies a learning environment conducive to teaching and learning (i.e. Science Gardens, Mathematics Laboratory, Model Classroom, etc…).Made at least one (1) best practice on how to involve majority of parents in the education of their chilldren.Conducted at least one (1) action research and shared results to peers on problems related to learning environment, home, school and community involvement.Conducted at least two (2) home visitations to encourage parents to support their children in their school activities, to reduce absenteeism and tardiness.
Others not included but related to school, home and community involvement.
Received award/s for exemplary personal and professional attributes such as honesty and integrity, leadership, dedication, initiative, courtesy, fairness, or an outstanding teacher from recognized academic institutions and other award giving bodiesActed as coach or trainer to award winning students or group of students in academic and anon-academic contests recognized at least in the division level
Earned relevant professional trainings (an aggregate of at least 60 hours or graduated from a higher relevant degree)
4
5
6
7
Received scholarship awards, educational exchange, education observation, study tour and the like which have competitive screening process. (Claim can only be made after the award has been enjoyed.)
Others not mentioned but related to personal and professional characteristics.
FOR MASTER TEACHERS I, II, III, IV
No "Dropout" rate during the appraisal period
NO Plus Factor for School, Home and Community Linkages (All items are included as required)
Plus Factor for Personal, Social Growth and Professional Development Characteristics
Earned a higher relevant degree
Conducted Meetings/home visitations of students at least four (4) times to improve teaching-learning situationsActed as resource person in at least four (4_ professional development activities (i.e. seminars, workshops, trainings, conferences) in either pre-service trainings in schools, district or division
Provided professional assistance to peers on how to plan and conduct action research
Initiated, organized and conducted a training program for teachersDesigned evaluation and monitoring program for the school, district or divisionConducted curricular review or similar activity in the school, district or divisionIncreased the difference in the achievement rate or the division post test over the pretest by 5% or higher in all classes taught
Others related to instructionla competence (specify) ______________________________________________
Received award or recognition as exemplary teacher for both personal and professional attributes by a recognized body or agency at the school, district, division, regional or national levels
Published at least one (1) article in professional magazines/periodicals related to the field of specialization
Presented a paper in the regional, national or an international conference
Received a scholarship/ fellowship/ travel/ research/ observation grant or secondment of not less than one (1) year through competitive selection. The credit shall be earned after the scholarship/grant/secondment had been finished in less than one (1) year, it shall be prorated in monthsRepresented the Deped in the Regional, National or International Forum related to current assignmentOthers related to Personal Growth and Professional Development Characteristics (Please specify)
